Forty years of the BJGC: a personal review

The origins and development of the British Journal of Guidance and Counselling are outlined. An analysis is provided of the growth of the journal in terms of the numbers of issues, articles and pages; the use of special features to attract and distinguish particular types of article; and the changing balance between guidance and counselling, between youth and adults, and between UK and overseas contributors. Continuing debates relating to the title of the journal are discussed. The functions of such journals are addressed, along with the possible implications of the current moves towards open access publishing.     

The relation of maternal emotional and cognitive support during problem solving to pre‐academic skills in preschoolers

Using a sample of 263 mother–child dyads, we examined the extent to which maternal emotional and cognitive support during a joint problem‐solving task when children were 3‐years‐old predicted children's academic skills 1 year later independent of each other, the quality of the home learning environment, and maternal emotional responsiveness. When all parenting measures were examined simultaneously, only maternal emotional support during problem solving and the quality of the home learning environment predicted unique variation in gains in pre‐academic skills from 3 to 4 years of age. The positive effect of emotional support during problem solving was especially apparent for children whose pre‐academic skills were low at the age of 3 years. These findings are discussed in light of the changing demands placed on young children and their parents as they prepare for entry to the formal school system. Copyright © 2011 John Wiley & Sons, Ltd.     

略论邹衍对鲁学与齐学的融通

鲁国与齐国由于地理环境、经济发展状况以及统治政策的不同,造成了鲁学与齐学在诸多方面存在差异。但是到了战国中后期,阴阳家邹衍对鲁学与齐学进行了兼采,形成了独具特色的阴阳五行学说。特别是其五德终始说,既对稷下的学术著作《黄帝四经》、《管子》有所借鉴,又对鲁学的主体儒学的仁义思想、经世致用理论有所吸收,进而使鲁学与齐学达到了初步的融通。     

宋代学者论“轻重”

和前代相比,宋代学者对《管子》＂轻重＂内容的分析,更为深入细致;对＂轻重＂的总体评价与年代作者的认识,也发生了变化。宋代学者对＂轻重＂近乎一致的否定评价,受到当时理学思想的直接影响;他们对＂轻重＂著作年代与作者的辨伪,与当时的疑古思潮密切相关。     

简析《古兰经》注释学的学术规范

《古兰经》注释学作为阿拉伯-伊斯兰文化体系最早形成的学科,在揭示《古兰经》经义经旨,推动伊斯兰教历史进程,构建和完善阿拉伯-伊斯兰文化体系,引导穆斯林社会发展,规范穆斯林生活,促使阿拉伯-伊斯兰文明与其它文明交流互动中,发挥了无可替代的作用。鉴于此,注释《古兰经》历来受到阿拉伯-伊斯兰文化学术界的重视,并根据经训教义教法和注释学科的总体要求,制定了注释学的学术要求、原则和修养,有效保障了历代穆斯林信经而不僵经,释经而不越经。     

Academic self-concept in high school: predictors and effects on adjustment in higher education

Academic self-concept is considered a relevant psychological construct influencing many educational outcomes directly or indirectly. Therefore, the major focus of the current study is on the predictors and effects of academic self-concept in late adolescence. First, we studied the simultaneous effects of individual, class-average and school-average achievement (i.e., assessed by school grades) on academic self-concept in the final year of high school, thereby replicating and extending previous research on the big-fish-little-pond effect model. Second, the predictive value of high school academic self-concept for academic adjustment and success in the first year of higher education was examined. The sample comprised 536 twelfth grade students (44% boys) recruited from 24 schools (67 classes) that were representative with regard to geographical region and educational network in Flanders. Structural equation modeling showed that, when examining the joint contribution of school- and class-average achievement, only class-average achievement was significantly and negatively associated with academic self-concept. Furthermore, a significant effect of academic self-concept in high school on academic adjustment and success in higher education (in addition to any effects of high school academic achievement) was found. These results highlight the importance of considering academic self-concept in educational research and policy.     

The effects of high-preference problems on the completion of nonpreferred mathematics problems

Failure to initiate and remain engaged in academic tasks can have long-lasting effects for students. In this study, we investigated the effects of high-preference sequences on both digits correct per minute and latency to initiate nonpreferred mathematics problems for 3 students with emotional and behavioral disorders. We found that high-preference sequences had negligible positive effects on rate of problem completion but had larger effects on problem initiation. This study replicates and extends prior work on the effects of high-preference sequences on mathematics problem initiation and completion.     

Motivation as a Mediator of Social Disparities in Academic Achievement

The present study aimed at contributing to the understanding of social disparities in relation to students' academic achievement in the science, technology, engineering and mathematics domains. A sample of n = 321 German 11th graders completed measures of their family socio‐economic status (SES), general intelligence, domain‐specific ability self‐concepts and subjective scholastic values in math, physics and chemistry. Students' grades in these subjects received four months after testing served as criteria. Significant mediation effects were found for all motivational variables between fathers' SES and students' achievement, whereas for mothers' SES, only children's academic self‐concept in chemistry was a significant mediator. These results also held when students' general intelligence was controlled. Additionally, we controlled for students' grades before testing to investigate which variables mediated the influence of SES on change in school performance. Motivational variables significantly mediated the influence of fathers' SES on change in school performance in math but not in chemistry and physics. Intelligence significantly mediated the influence of fathers' SES on change in school performance in physics and chemistry but not in mathematics. The impact of mothers' SES on change in grades in chemistry was mediated by intelligence. Among others, the reasons potentially accounting for the differential influences of fathers' and mothers' SES are discussed. Copyright © 2011 John Wiley & Sons, Ltd.     

建立心理学学科门类及学位类别的分析与展望

摘 要 为了促进中国本土化心理学体系建设和心理学学科的整体发展,从中国与发达国家心理学学科管理制度的比较中发现中国心理学学科归属所存在的问题,并在反思中探讨形成问题的原因。通过心理学在现有学科归属中的局限性,心理学成为独立学科门类的可能性,心理学成为独立学科门类后学科新体系的系统性,心理学成为独立学科门类的社会性四个方面的分析与讨论,研究了使心理学成为独立学科门类与学位类别的必要性与可行性。特别是从建设和谐社会的角度对心理学的学科归属、心理学的未来发展、现代社会发展及心理学与其它学科的广泛联系等需要的讨论中,指出中国心理学在专业设置方面隶属于理学和教育学的不足之处,认为这种隶属关系将会制约心理学的发展和学科成熟。提出应该在现有学位体系中增加心理学学科门类与学位类别,使心理学作为一个与理学和教育学并列的独立学科门类。通过改进学位体系让心理学在更大的学科背景中,建设中国本土心理学自身体系,使心理学研究方法更加多样化,为产生众多边缘学科和更好地发挥社会应用功能创造条件,也为今后心理学发展带来许多发展机遇,并在此基础上为展望心理学未来发展提供新的视角。     

中学生成就目标定向与学习策略、学业成绩的关系研究

本研究采取问卷法,选取武汉市283名初一和高二学生为被试,考察了中学生成就目标定向与学习策略、学业成绩的关系。结果表明:(1)掌握目标与深加工、元认知策略以及浅表策略三者都存在显著相关,其中与浅表加工策略相关的显著性水平略低,成绩接近目标与三种学习策略都在呈非常显著相关,而成绩回避目标只与浅表策略显著相关;(2)掌握目标和成绩接近目标有助于学业成绩,成绩回避目标不利于取得良好成绩;(3)与初一年级相比,高二年级中成绩接近目标和掌握目标显著下降,采取深加工和元认知策略的水平也下降;初一和高二年级中,男生比女生更多采取掌握目标和元认知策略;(4)多元目标比单一目标的学生更多地使用深加工和元认知策略,但多元目标者并不必然比单一目标者成绩好。